New motivations are required for freshman introductory programming

Feldgen, Maria; Clua, Osvaldo

doi:10.1109/fie.2003.1263335

Cited by 6 publications

(4 citation statements)

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“…These topics include computer graphics, AI, programming, SE, databases, human–computer interaction/user interfaces, physics, mathematics, operating systems, networks, object‐oriented approaches, data structures and algorithms. Today, several universities offer courses and programmes about computer‐game development (Bidarra et al , 2003; Feldgen & Clua, 2003; Kuffner, 2004; Paisley University, 2005; Shaw, 2001; Uclan, 2005; University of Luton, 2005).…”

Section: Challenges and Opportunities Of Computer Gamesmentioning

confidence: 99%

“…Games or game‐inspired exercises have been used in programming courses for a while (Adams, 1998; Baker, Navarro & Hoek, 2005; Becker, 2001; Bidarra, Dalen & Zwieten, 2003; Faltin, 1999; Feldgen & Clua, 2003; Feldman & Zelenski, 1996; Sindre, Line & Valvag, 2003). There are several reasons for using games in SEE.…”

Section: Challenges and Opportunities Of Computer Gamesmentioning

confidence: 99%

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Teaching software engineering by means of computer‐game development: Challenges and opportunities

Çağıltay

2007

Brit J Educational Tech

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Software-engineering education programs are intended to prepare students for a field that involves rapidly changing conditions and expectations. Thus, there is always a danger that the skills and the knowledge provided may soon become obsolete. This paper describes results and draws on experiences from the implementation of a computer game-development course whose design addresses problems in software-engineering education by improving students' abilities in four areas: (1) problem solving; (2) the application of previously learned knowledge; (3) the use of independent learning; and (4) learning by doing. In order to better understand this course's effect on students' performance in a software-development project, I investigated 125 students' performance in a 1-year senior-project course. Results of this study show that the students who had taken the computer game-development course became more successful in the senior-project course than the students who had not taken it.

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Section: Challenges and Opportunities Of Computer Gamesmentioning

confidence: 99%

Section: Challenges and Opportunities Of Computer Gamesmentioning

confidence: 99%

Teaching software engineering by means of computer‐game development: Challenges and opportunities

Çağıltay

2007

Brit J Educational Tech

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“…The link between 'computing' and 'programming' seems to becoming weaker, further widening the attitudes and aspirations of those enrolled on an introductory programming unit. The result is a need for the design of introductory programming units to be revisited (Feldgen and Clua, 2003), and to focus on the needs and priorities of the individual (Gill and Holton, 2006). Jenkins (2001:56) suggests that most students enrolled in a programming unit are extrinsically motivated, as evidenced by high rankings given to the need to progress, and in the hope of a good job.…”

Section: Introductionmentioning

confidence: 99%

The Redesign of the Delivery of an Introductory Programming Unit

Jones

2007

Innovation in Teaching and Learning in Information and Computer

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This study examines the motivation of a cohort of first year computing students and the effects on their engagement as they progress through the revised delivery of an introductory programming unit. The purpose behind the redesign of the delivery of the unit was to maintain student engagement by ensuring that each student was able to assume responsibility for all their work, irrespective of their previous experience. One hoped-for consequence was the avoidance of the bi-modal results profile experienced in previous years. The level of engagement was measured in terms of the numbers of students submitting assignments, given that not all the assignments needed to be attempted to obtain a pass mark for the coursework component of the unit. A survey was conducted at the outset, at which it became clear that a substantial minority of the students were not particularly interested in programming. For these students the motivation was to pass the unit. The number of students expressing either some or considerable interest in programming in the survey almost directly matched the number completing a final, optional assignment. Student surveys and the lack of a bi-modal distribution in the results indicated that the revised delivery programme maintained the general level of motivation and engagement within the group throughout the academic year.

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“…Before we introduced the game approach, 25% of the students' left the course and 10% deserted from the Institution. In the last two years we observed a 10% drop out and no desertion; this 10% takes the course again in the next term [15].…”

Section: Discussionmentioning

confidence: 91%

Games as a motivation for freshman students to learn programming

Feldgen

Clua

34th Annual Frontiers in Education, 2004. FIE 2004.

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Programming is a difficult skill to acquire. It is best learned by practice and, if students are to learn effectively, at least some of this practice will have to be self-directed. Instructor's key role is to persuade our students to do this and thus to motivate them. In the past, our students identified programming as a vital skill in demand by industry. Consequently they were motivated to acquire a useful skill that would be relevant in some future job or lucrative career. Nowadays, our WEB age students have no idea why they have to study programming. Programming courses are seen simply as mandatory parts of the degree course to be negotiated. Their world of computing is multithreaded computer programs with impressive human interfaces for games and WEB. They cannot relate them with the classical programming exercises that ask for single-threaded programs performing a sequence of calculations. Given this, we decided to introduce our students in problem solving using what they view as real-world problems such as games and WEB-programming.

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New motivations are required for freshman introductory programming

Cited by 6 publications

References 0 publications

Teaching software engineering by means of computer‐game development: Challenges and opportunities

Teaching software engineering by means of computer‐game development: Challenges and opportunities

The Redesign of the Delivery of an Introductory Programming Unit

Games as a motivation for freshman students to learn programming

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